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Teacher site with solid resources, including Literacy Labs. "Literacy Lab" assignments are going to be introduced as the year progresses to assure that students are exposed to the literacy aspects of the soon to be developed and implemented Common Core Standards.

Annenberg Learner on content literacy; 10 step interactive website. 1) what is disciplinary literacy 2) Big Ideas 3) Reading 4) Writing 5) Content Specific Big Ideas in Literacy 6) Reading in Content Area (Science) 7) Writing in Sciene 8) Bringing it all together 

Common Core Standards for Science and Technical Subjects focus mainly literacy.   Teachers of science are expected to promote skills in students that allow them to read technical nonfiction texts.  Reading standards can be summarized as follows:

The goal of the sample lesson plans is to show content-area high school teachers how they can use literacy strategies to help high school students learn core content and concepts. The lessons are accompanied by narrative explanations that describe the lesson in action.

he National Agricultural Literacy Curriculum Matrix is an online, searchable, and standards-based curriculum map for K-12 teachers. The Matrix contextualizes national education standards in science, social studies, and nutrition education with relevant instructional resources linked to Common Core Standards. Search our instructional, classroom-ready resources now! After you find what you need, consider storing them in your personal binder - MyBinder!

Genetic and biotechnology can improve food security, the environment and public health. Yet dramatic innovation can lead to unintended consequences and present ethical challenges. In theory, the study of genetics and related cutting edge sciences are widely celebrated. But in practice, the words "gene" and "genetic engineering" often stir fear and misunderstanding when applied to biomedicine and farming. Intricate science scares people who don't understand risk and complexity. What is the potential of agricultural and human genetics? The commitment of the GLP is to promote public awareness of genetics and science literacy.

This interrupted case study introduces the topic of bacterial sporulation and cannibalism in Bacillus subtilis. The storyline follows Susan and her lab mates who are presenting research at a lab meeting when Susan falls asleep and dreams they are stranded on a deserted island. She makes connections between their fight for survival in the dream and the survival mechanisms of the bacteria they study in the lab. The benefits of sporulation under conditions of sustained stress are fairly obvious, but Susan's dream is used to examine the idea that sporulation may not always be beneficial and that bacteria would not want to commit to entering such a state in response to temporary stresses. Through the analysis of actual data from the scientific literature, students uncover a mechanism by which B. subtilis delays its commitment to sporulation by killing members of its own species to release nutrients (i.e., cannibalism). Originally developed for a general undergraduate microbiology course when discussing the structure and growth of prokaryotic cells, the case could also be used in an introductory biology course that emphasizes bacteria and data literacy.

Metacognition refers to awareness of one's own knowledge-what one does and doesn't know-and one's ability to understand, control, and manipulate one's cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.

Science literacy for ELLs

Here is a list of additional resources for Inquire High School. These inquiry resources include great links to Web sites, articles, videos, and much more that supports inquiry

Life sciences focus on all things living, exploring the patterns, processes and relationships of organisms. The goal of life sciences is to demonstrate how unifying principles can help us to make sense of the natural world and solve problems in the world we live in. High school life sciences extend student knowledge of topics such as organisms, ecosystems, heredity and evolution, integrating a long history of scientific research from multiple fields. In high school, students will build on their conceptual understanding of life sciences by investigating and witnessing the relationships among structure and function, matter and energy, ecosystems and natural selection. Students should be able to effectively communicate facts and findings, as supported in the science literacy skills covered in the Common Core State Standards.

Ever wonder how your food would be without any human intervention over the course of agriculture history? For thousands of years, farmers have manipulated their crops to get the best yields and have resulted in many of the produce you see today.

Evolution is essential to our curriculum and to scientific literacy. To understand the big picture of biology, students need to understand life in terms of both its history and its future - the changing life forms and ecosystems that have arisen and changed over billions of years, as well as the mechanisms that brought about those changes and are shaping the future of life on Earth.

Whether you call it textspeak, techspeak, or a reason for Shakespeare to spin madly in his grave, technology is impacting the way we think, connect, and communicate.

iKeepSafe is dedicated to the education of families on how to stay safe online. That's why we've teamed up with Google to develop curriculum that educators can use in the classroom to teach what it means to be a responsible digital citizen. The curriculum is designed to be interactive, discussion filled and allow students to learn through hands-on and scenario activities. Each workshop contains a resource booklet for both educators and students that can be downloaded in PDF form, presentations to accompany the lesson and animated videos to help frame the conversation.

Although there have been more than two thousand studies documenting that GMOs do not pose an unusual threat to human health, questions about the safety of genetically modified foods remain in the minds of many consumers.

Such descriptions of GMOs raises fears about whether gene transfer between species is outside of how evolution operates and therefore unnatural. Research, however, has repeatedly shown the opposite to be true. In May 2015, researchers showed that practically every known species of cassava (sweet potato) contained genes from Agrobacterium, a bacterial species whose genes we have also harnessed to create other GM crops. The genes were inserted over 8,000 years ago and may have helped the tuber evolve into its current, edible form. This phenomenon of genetic transfer during evolution between species, also known as 'horizontal gene transfer' is not restricted to plants.

LDC lesson on CER with examples and templates

Adam Ruben's tongue-in-cheek column about the common difficulties and frustrations of reading a scientific paper broadly resonated among Science Careers readers. Many of you have come to us asking for more (and more serious) advice on how to make sense of the scientific literature, so we've asked a dozen scientists at different career stages and in a broad range of fields to tell us how they do it. Although it is clear that reading scientific papers becomes easier with experience, the stumbling blocks are real, and it is up to each scientist to identify and apply the techniques that work best for them. The responses have been edited for clarity and brevity.